人教版（2024）七年级下册英语Unit 2 No Rules,No Order 教案

第第页人教版（2024）七年级下册英语Unit2NoRules,NoOrder教案单元主题框架单元主题分析本单元围绕“规则”这一主题展开,该主题与课标要求的“人与社会”主题范畴中的“班级与学校规则,规则意识”和“自尊自律,文明礼貌,孝亲敬长”子主题密切相关。本单元通过创设真实的校园生活情境,展示了学校规则,让学生通过谈论学校规则,家庭规则,了解规则的重要性。本单元的大问题是“Whydoweneedrules？”,引导学生探究规则的意义。学生在初中起始阶段就应当主动思考和探究这个问题。因为只有当学生充分认识到规则的意义,才能发挥自觉能动性,自觉遵守规则。SectionA的引导性问题是“Whatrulesdowefollow？”。该部分呈现了学生在学校讨论规则的场景,让学生通过听和模仿对话学会谈论学校规则。SectionB主要围绕引导性问题“Howcanruleshelpus？”展开,呈现了Alice给Dr.Know的书信和Dr.Know给Alice的答复。Alice在信中向Dr.Know倾诉自己在生活中有很多规则,这让她感到非常讨厌。Dr.Know在回信中提出了相关的建议,并告诉她规则能让我们变得更好。学生可以通过阅读并分析这两封书信从而对规则的理解更深刻,并通过写回信给Eric提出相关的建议,交流对不同规则的认识,从而理解各种规则存在的意义。总而言之,本单元旨在让学生理解规则的重要性,能对单元大问题“Whydoweneedrules？”有更深刻的理解,同时也希望学生通过本单元的学习,正确理解价值引领句“Nothingcanbeachievedwithoutrules.”。单元教学目标通过本单元学习,学生能够：1.运用祈使句和情态动词can,haveto和must谈论规则。2.解释我们为什么需要遵守规则。3.理解规则是如何对我们有帮助的。4.辨别字母及字母组合e,ea,ee,ear在单词中的不同发音；并在朗读中注意单词的重音。5.掌握祈使句和情态动词的用法。6.理解规则的意义,树立规则意识,学会在日常生活中自觉遵守规则,形成良好的行为习惯。单元教学重难点重点：1.掌握谈论规则的词汇和常用句型。2.学会用祈使句和情态动词谈论学校规则和家庭规则。3.将字母及字母组合e,ea,ee,ear的发音准确运用到单词认读中。难点：1.学会用祈使句和情态动词谈论学校规则和家庭规则。2.学会字母及字母组合e,ea,ee,ear的发音。第一课时SectionA(1a－1e)&Pronunciation学习目标Inthislesson,studentswill：1.knowMary,SallyandTony'sschoolrulesfromlistening；2.talkabouttheirschoolrules；3.pronouncelettereandlettercombinationsea,ee,earcorrectly.教学建议Step1Lead­in1.ShowthetitleandphotoonPage9andaskstudentstothinkaboutthequestion：◆Lookatthetitleandthephoto.Whatdoyouthinkthisunitisabout?2.Askstudentstolookatthephotomorecarefullyandanswerthequestions：◆Whatschoolrulesdoesthephotoshow?◆Doyoufollowruleslikethese?◆Whatdoyouknowaboutthem?3.AskstudentstoreadtheBigQuestionandtheleadingquestionsinSectionAandSectionB.Makesurestudentsknowthemaintopicofthisunit.呈现单元标题和单元主题图,鼓励学生大胆预测本单元可能谈论的话题,并通过讨论吸引学生兴趣。Step2Listening&Speaking(1a—1e)Pre­listeningPage10,1a1.ShowtherulesonPage10tostudents,talkaboutthemwithstudentsandthenaskthemtoticktheonesthattheirschoolhas.2.Asksomestudentstosharetheiranswers.让学生选出与自己学校相关的规则,引起学生对学校规则话题的兴趣。While­listeningPage10,1b1.Showthefoursignsin1btostudents,andmakesuretheyunderstandtherules.2.Askstudentstolistentothefirstpartoftherecordingandthenticktherulesthatarementioned.3.Askstudentstosharetheanswersandtheteacherhelpstocorrectthemifnecessary.Page10,1c1.Askstudentstolistenagain.Thencompletethesentences.2.Checktheanswerswiththeclass.Page10,1d1.Askstudentstolistentothesecondpartoftherecordingandanswerthefollowingquestions.◆Whoisthespeaker?◆Whatrulesdoesshetalkabout?Thenletstudentstickthemin1a.2.Askstudentstosharetheanswersandtheteacherhelpstocorrectthemifnecessary.Page10,PracticeMoreAskstudentstolistentothesecondpartoftherecordingagainandanswermoredetailedquestionsaboutthelisteningmaterial：◆HowmanyschoolrulesdoesMsBrownmention?◆Whydowefollowtheschoolrules?理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。Post­listeningPage10,1e1.Askstudentstoworkinpairsandthentalkabouttherulesin1c.2.Showanexampletostudents.—CanMaryruninthehallways?—No,shecan't.Shehastowalkinthehallways.3.Choosethreeorfourpairsofstudentstosharetheirconversationswiththeclass.学生以小组合作的形式对目标句型进行充分练习。SummaryAskstudentstosummarisethesentencesthatcanbeusedtotalkaboutschoolrules.◆Don'truninthehallways.◆Youcan'twearthatjackethere.◆Youhavetoweartheuniform.◆Youmustn'tlitter.Wehavetokeeptheschoolcleanandtidy.总结本节课需要掌握的重点句型。Step3Pronunciation(1—2)Page11,11.Askstudentstolistentotherecordingandrepeatthepronunciation.2.Askstudentstopayattentiontothedifferentpronunciationoflettersandlettercombinations.3.Letstudentsaddmorewordstoeachgroup.通过边听边跟读练习发音,并通过观察总结发音规则。Page11,21.AskstudentstoreadthesentencesinPronunciation2.2.Askstudentstolistentothechantandnoticethestressedwords.3.Askstudentstolistentotherecordingandrepeat.Thenletthemnoticehowthestressedwordsarepronounced.先通过自主朗读练习让学生感受发音差异,再通过跟读练习强化学生对重读单词的学习。ExtensionActivity1.Prepareadifferentpassageorconversationforstudents.2.Askstudentstounderlinethestressedwordswhilereadingbythemselves.3.Invitevolunteerstoreadthepassageorconversationtothewholeclass.Step4Homework1.Talkaboutyourschoolruleswithaparent.2.Finishtheexercises教学反思第二课时SectionA(2a－2f)学习目标Inthislesson,studentswill：1.getdetailedinformationaboutTomandAnn'sschoolrulesfromtheconversation；2.practisethepronunciationofstressedwordsintheconversation；3.talkabouttherulestheyhaveatschool.教学建议Step1Lead­inShowsomepicturesaboutschoolrulestostudentsandthenaskthemthequestions：1.Whatschoolrulesarementionedinthepicture?2.Whatrulesdoesyourschoolhave?通过谈论学校规则激发学生的学习兴趣。Step2Listening&Speaking(2a—2e)Pre­listening1.Showstudentsthephotoin2aandaskthemthequestions：◆Wherearethetwostudents?◆Whataretheydoing?◆Canyouguesswhattheyaretalkingabout?引导学生观察图片,通过背景信息对交际内容做出预测。While­listeningPage11,2a1.Askstudentstolistentotheconversationandcirclethecolouredwordstheyhear.2.Askstudentstosharetheanswers.Page12,2b1.AskstudentstoreadtheconversationandcompleteTom'snotesabouttheschoolrules.2.Askstudentstosharetheanswersandtheteacherhelpstocorrectifnecessary.Page12,2c1.Askstudentstoreadtheconversationagainandanswerthequestions.◆WhyisthedayspecialforTom?◆WhatdoesAnnelendtoTom?◆Whydoesn'tAnnetakeasweetfromTom?◆CanTomandAnneusetheirphonesinclass?◆Wheremusttheykeeptheirphones?◆Doyouthinktheyhavegoodschoolrules？Giveyourreasons.2.Choosethreeorfourstudentstosharetheiranswersandtheteacherhelpstocorrectifnecessary.Page12,2d1.Summarisetheconversationtogetherwithoutlookingat2a.2.Askstudentstocompletethesummaryoftheconversation.3.Askstudentstosharetheanswersandtheteacherhelpstocorrectifnecessary.Page12,2e1.Askstudentstolistentotheconversationagainandpayattentiontothestressedwords.Thenrole­playtheconversation.2.Choosethreeorfourpairsofstudentstorole­playtheconversation.理解听力对话内容、获取细节信息,并在听力中学习和理解目标语言。Post­listeningPage12,2f1.Askstudentstoworkingroupsandtalkabouttherulestheyhaveatschool.2.Showthephrasesintheboxtohelpstudents.T：WeknowaboutTomandAnn'sschoolrules.Nowlet'stalkabouttherulesyouhaveatschool.Youcanusethesentencepatternsontheblackboard.用本节课学到的句型再次谈论校规,对目标语言进行迁移运用。SummaryAskstudentstosummarisethesentencesthatcanbeusedtotalkaboutclassrules.◆Wecan'teatsnacksinclass.◆Wemustn'tbringourmobilephonestoclass.◆Wehavetoturnthemoffandkeeptheminourlockers.总结本节课的重要句型。Step3Homework1.Writeashortessaytointroduceyourschoolrules.2.Rememberthewordsandphrasesinthislesson.3.Finishtheexercises教学反思第三课时GrammarFocus(3a－3d)学习目标Inthislesson,studentswill：1.knowtheusageofimperativesandmodalverbscan,havetoandmust.2.writerelevantrulesaccordingtothesigns.3.brainstormthreerulesforsomepublicplacesanddrawsignstoshowtherules.教学建议Step1Lead­inShowsomeschoolrulestostudents,andthenaskthemtotranslatetherulesusingcan,can't,don'tandmust.复习校规的表达,自然过渡到本课语法。Step2GrammarTeaching(3a－3d)Page13,3a1.Askstudentstoreadthesentencesinthegrammarboxandpayattentiontotheverbsinbold.2.Askstudentstoanswerthequestion：Dotheverbsinboldneedtochangeforms？Why?3.Letsomestudentstrytofindthereasonintheboxbythemselves.4.Talkabouttheopinionwiththeclass.5.Telltheusageofimperativesandmodalverbscan,havetoandmusttostudents.祈使句(ImperativeSentences)祈使句一般用来表示请求、命令、劝说、号召、警告等。祈使句的主语一般是第二人称you,但往往省略。祈使句的肯定式以动词原形开头,否定式在动词原形前加don't。e.g.Justgoalongthisstreetandturnleft.Becarefulwhenyoucrossthestreet.祈使句的种类及构成肯定的祈使句：动词原形＋其他.e.g.Walkinthehallways.Standup!否定的祈使句：Don't＋动词原形＋其他.e.g.Don'truninthehallways.Don'tlitter!Let型祈使句：Let＋第一/三人称＋动词原形＋其他.e.g.Letmetellyouthewaytomyhouse.Let'sseethelions.No型祈使句：No＋名词/动名词.e.g.Noparking.禁止停车。Nophotos.禁止拍照。情态动词(ModalVerbs)情态动词表示说话人的语气和情态,如请求、许可、意愿、可能等。一般没有人称和数的变化。情态动词本身不能单独作谓语,必须和动词原形连用。情态动词的否定式一般是在其后加not构成,一般疑问句通常将它提到句首。情态动词的肯定式一般不重读。情态动词can1.表示能力e.g.Icanrunfast,butIcan'tswim.2.表示许可e.g.Wecanplaybasketballattheweekend.情态动词haveto表示“不得不；必须”,在表示“必须”时,与must意义接近,有时可互换。e.g.Wehavetobequietinthelibrary.情态动词must1.表示“必须”,否定形式mustn't表示“禁止”。e.g.Don'tarrivelateforclass.Wemustbeontime.2.以must开头的一般疑问句,肯定回答用must,否定回答用needn't或者don'thaveto,表示“不必要”。e.g.—MustIcleantheclassroomnow?—Yes,youmust./No,youneedn't/don'thaveto.通过自己观察,学生可以找出祈使句中的动词原形和情态动词后的动词原形。Page13,3b1.Askstudentstocompletethesentencesusingcan,haveto/mustorcan't/mustn't.2.Choosethreeorfourstudentstosharetheiranswerswiththeclass.3.Checktheanswerswiththeclass.Page13,3c1.Askstudentstolookatthefirstsignandreadtherules.Thenwritetherulesfortheothersignsusingdifferentexpressionsliketheexample.2.Choosethreeorfourstudentstosharetheiranswerswiththeclass.3.Checktheanswerswiththeclass.以讲练结合的方式让学生掌握本节课语法。Page13,3d1.Askstudentstoworkingroupsandbrainstormthreerulesforoneoftheplacesbelow.library,schooldininghall,park,cinema,hospital2.Letstudentsdrawsignstoshowtherules.3.Askstudentstosharetheirsignsinclassandexplainwhattheymean.4.Showanexampletostudents.Forexample,inthelibrary,wemustn'tmakenoise.Wecan'teatinthelibrary.Wemusttakegoodcareofbooks.通过对目标语言进行口头训练,学生的语言交际能力也能有所提升。Step3Homework1.Rememberthewordsandphrasesinthislesson.2.Finishtheexercises教学反思第四课时SectionB(1a－2c)学习目标Inthislesson,studentswill：1.understandAlice'sletterandDr.Know'spletethelettertoDr.Know.3.writeareplytoEricasDr.Know.教学建议Step1Lead­inShowsomepicturesofhomerulestostudentsandletthemdescribethepicturesbyusingtheimperativesentences.通过图片的方式引入话题家庭规则,激发学生的学习兴趣。Step2ReadingComprehension(1b－2c)Pre­readingPage14,1a1.Askstudentstoanswerthefollowingquestions.◆Whataresomeoftherulesinyourhome?◆Whatdoyouthinkofthem?2.Askstudentstosharetheanswerswiththeclass.通过描述家庭规则引入主题,激发学生兴趣。While­readingPage14,1b1.Askstudentstoreadthetwolettersquicklyandanswerthequestions.◆WhyisAliceunhappy?◆DoesDr.KnowthinkAliceisright?2.Askstudentstosharetheanswersandthereasons.Page15,1c1.Askstudentstoreadthelettersagainandfinish1cand1d.Thistime,studentsshouldreadcarefullyandgetdetailedinformation.2.Shareanswers.通过完成阅读任务,提高学生抓取关键信息的能力。FurtherthinkingTeacherasksstudentstoanswerthequestions：◆IfyouwereAlice,howwouldyoufeelafterreadingthereply？Willyoufeelbetterorworse?◆IfyouwereDr.Know,whatothersuggestionscouldyougivetoAlice?通过提问发散学生的思维,引发学生对规则的认识。Post­reading(2a—2c)Writing(以读促写)Page15,2a1.AskstudentstocompletethelettertoDr.Knowusingcan,haveto/mustorcan't/mustn't.2.Askstudentstosharetheanswersandtheteacherhelpstocorrectifnecessary.Page15,2b1.Askstudentstochoosethreeimportantrulesfrom2a.Thendiscussthequestionswithapartner.◆Whyiseachruleimportant?◆Whatisyouradviceforeachrule?2.Inviteseveralgroupstosharetheiropinions.Page15,2c1.AskstudentstowriteareplytoEricasDr.Know.Givehimsomeadvice.2.AskstudentstoanalysethestructureofDr.Know'sreplyanduseitasanexample.Sa